Forensic Science From the Crime

Scene to the Crime Lab 2nd Edition

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Forensic Science
From Crime Scene to Crime Lab

Second Edition

Richard Saferstein, Ph.D.

Forensic Science Consultant, Mt. Laurel, New Jersey

Prentice Hall

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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River,
New Jersey and Columbus, Ohio. All rights reserved. Manufactured in the United States of
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Prentice Hall
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ISBN-13: 978-0-13-139491-9
www.pearsonhighered.com ISBN-10: 0-13-139491-6

ii
 Contents

Chapter 1 Introduction page 2

Chapter 2 Securing and Searching the Crime Scene page 26

Chapter 3 Recording the Crime Scene page 40

Chapter 4 Collection of Crime-Scene Evidence page 60

Chapter 5 Physical Evidence page 80

Chapter 6 Death Investigation page 99

Chapter 7 Crime-Scene Reconstruction page 122

Chapter 8 Fingerprints page 135

Chapter 9 Firearms, Tool Marks, and Other Impressions page 159

Chapter 10 Bloodstain Pattern Analysis page 179

Chapter 11 Drugs page 200

Chapter 12 Forensic Toxicology page 230

Chapter 13 Trace Evidence I: Hairs and Fibers page 255

Chapter 14 Trace Evidence II: Paint, Glass, and Soil page 276

Chapter 15 Biological Stain Analysis: DNA page 296

Chapter 16 Forensic Aspects of Fire and Explosion Investigation page 327

Chapter 17 Document Examination page 350

Chapter 18 Computer Forensics page 365

Answer Key page 387

3
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The Project Gutenberg eBook of Home education
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: Home education

Author: Charlotte M. Mason

Release date: July 2, 2023 [eBook #71087]

Language: English

Original publication: UK: Kegan Paul, Trench, Trübner, & Co., Ltd,
1906

Credits: Carol Brown, Tim Lindell, Turgut Dincer and the Online
Distributed Proofreading Team at https://www.pgdp.net
(This file was produced from images generously made
available by The Internet Archive).

*** START OF THE PROJECT GUTENBERG EBOOK HOME

EDUCATION ***
Home Education
 ‘Home Education’ Series

By CHARLOTTE M. MASON

Each Volume 3s. 6d. net

I. HOME EDUCATION.

II. PARENTS AND CHILDREN.

III. SCHOOL EDUCATION.

IV. “OURSELVES, OUR SOULS AND BODIES.”

This volume is also published in two parts, 2s. net each part.

V. SOME STUDIES IN THE FORMATION OF CHARACTER.

, , , co., ltd.

D H
43 G S ,L , W.
 ‘Home Education’ Series
VOLUME I.

Home Education

By

Charlotte M. Mason

FIFTH EDITION (Revised and Enlarged)

(Eighth and Ninth Thousand)

KEGAN PAUL, TRENCH, TRÜBNER, & CO., LTD.

D H ,G S , W.
1906
The rights of translation and of reproduction are reserved
The Education of Children under
Nine Years of Age
“O maraviglia! ché qual egli scelse
l’umile pianta, cotal si rinacque
Subitamente là onde la svelse.”
 We read in the Purgatorio, Canto I., how Virgil was directed to
prepare Dante for his difficult ascent:
“Va dunque, e fa che tu costui ricinghe
d’un giunco schietto, e che gli lavi il viso
sì che ogni sucidume quindi stinghe:
*  *  *  *  *
Questa isoletta intorno ad imo ad imo,
laggiù, colà dove la batte l’onda,
porta de’ giunchi sopra il molle limo.
Null’altra pianta, che facesse fronda
o indurasse, vi puote aver vita,
però che alle percosse non seconda.
*  *  *  *  *
Venimmo poi in sul lito diserto,
*  *  *  *  *
Quivi mi cinse sì come altrui piacque:
o maraviglia! ché qual egli scelse
l’umile pianta, cotal si rinacque
Subitamente là onde la svelse.”

“Go, then, and see thou gird this one about

With a smooth rush, and that thou wash his face,
So that thou cleanse away all stain therefrom.
*  *  *  *  *
This little island round about its base,
Below there, yonder where the billow beats it,
Doth rushes bear upon its washy ooze;
No other plant that putteth forth the leaf,
Or that doth indurate, can there have life,
Because it yieldeth not unto the shocks.
*  *  *  *  *
Then came we down upon the desert shore.
*  *  *  *  *
There he begirt me as the other pleased;
O marvellous! for even as he culled
The humble plant, such it sprang up again
Suddenly there where he uprooted it.”
(L ’ T .)
 Preface to the ‘Home Education’
Series
T educational outlook is rather misty and depressing both at home
and abroad. That science should be a staple of education, that the
teaching of Latin, of modern languages, of mathematics, must be
reformed, that nature and handicrafts should be pressed into service for
the training of the eye and hand, that boys and girls must learn to write
English and therefore must know something of history and literature;
and, on the other hand, that education must be made more technical and
utilitarian—these, and such as these, are the cries of expedience with
which we take the field. But we have no unifying principle, no definite
aim; in fact, no philosophy of education. As a stream can rise no higher
than its source, so it is probable that no educational effort can rise above
the whole scheme of thought which gives it birth; and perhaps this is the
reason of all the ‘fallings from us, vanishings,’ failures, and
disappointments which mark our educational records.
Those of us, who have spent many years in pursuing the benign and
elusive vision of Education, perceive that her approaches are regulated
by a law, and that this law has yet to be evoked. We can discern its
outlines, but no more. We know that it is pervasive; there is no part of a
child’s home-life or school-work which the law does not penetrate. It is
illuminating, too, showing the value, or lack of value, of a thousand
systems and expedients. It is not only a light, but a measure, providing a
standard whereby all things, small and great, belonging to educational
work must be tested. The law is liberal, taking in whatsoever things are
true, honest, and of good report, and offering no limitation or hindrance
save where excess should injure. And the path indicated by the law is
continuous and progressive, with no transition stage from the cradle to
the grave, except that maturity takes up the regular self-direction to
which immaturity has been trained. We shall doubtless find, when we
apprehend the law, that certain German thinkers—Kant, Herbart, Lotze,
Froebel—are justified; that, as they say, it is ‘necessary’ to believe in
God; that, therefore, the knowledge of God is the principal knowledge,
and the chief end of education. By one more character shall we be able to
recognise this perfect law of educational liberty when it shall be made
evident. It has been said that ‘The best idea which we can form of
absolute truth is that it is able to meet every condition by which it can be
tested.’ This we shall expect of our law—that it shall meet every test of
experiment and every test of rational investigation.
Not having received the tables of our law, we fall back upon Froebel
or upon Herbart; or, if we belong to another School, upon Locke or
Spencer; but we are not satisfied. A discontent, is it a divine discontent?
is upon us; and assuredly we should hail a workable, effectual
philosophy of education as a deliverance from much perplexity. Before
this great deliverance comes to us it is probable that many tentative
efforts will be put forth, having more or less of the characters of a
philosophy; notably, having a central idea, a body of thought with
various members working in vital harmony.
Such a theory of education, which need not be careful to call itself a
system of psychology, must be in harmony with the thought movements
of the age; must regard education, not as a shut-off compartment, but as
being as much a part of life as birth or growth, marriage or work; and it
must leave the pupil attached to the world at many points of contact. It is
true that educationalists are already eager to establish such contact in
several directions, but their efforts rest upon an axiom here and an idea
there, and there is no broad unifying basis of thought to support the
whole.
Fools rush in where angels fear to tread; and the hope that there may
be many tentative efforts towards a philosophy of education, and that all
of them will bring us nearer to the magnum opus, encourages me to
launch one such attempt. The central thought, or rather body of thought,
upon which I found, is the somewhat obvious fact that the child is a
person with all the possibilities and powers included in personality.
Some of the members which develop from this nucleus have been
exploited from time to time by educational thinkers, and exist vaguely in
the general common sense, a notion here, another there. One thesis,
which is, perhaps, new, that Education is the Science of Relations,
appears to me to solve the question of a curriculum, as showing that the
object of education is to put a child in living touch with as much as may
be of the life of Nature and of thought. Add to this one or two keys to
self-knowledge, and the educated youth goes forth with some idea of
self-management, with some pursuits, and many vital interests. My
excuse for venturing to offer a solution, however tentative and passing,
to the problem of education is twofold. For between thirty and forty
years I have laboured without pause to establish a working and
philosophic theory of education; and in the next place, each article of the
educational faith I offer has been arrived at by inductive processes; and
has, I think, been verified by a long and wide series of experiments. It is,
however, with sincere diffidence that I venture to offer the results of this
long labour; because I know that in this field there are many labourers
far more able and expert than I—the ‘angels’ who fear to tread, so
precarious is the footing!
But, if only pour encourager les autres, I append a short synopsis of
the educational theory advanced in the volumes of the ‘Home Education
Series.’ The treatment is not methodic, but incidental; here a little, there
a little, as seemed to me most likely to meet the occasions of parents and
teachers. I should add that in the course of a number of years the various
essays have been prepared for the use of the Parents’ Educational Union
in the hope that that Society might witness for a more or less coherent
body of educational thought.
“The consequence of truth is great; therefore the judgment of
it must not be negligent.”
W .
1. Children are born persons.
2. They are not born either good or bad, but with possibilities for
good and evil.
3. The principles of authority on the one hand and obedience on the
other, are natural, necessary and fundamental; but—
4. These principles are limited by the respect due to the personality of
children, which must not be encroached upon, whether by fear or love,
suggestion or influence, or undue play upon any one natural desire.
5. Therefore we are limited to three educational instruments—the
atmosphere of environment, the discipline of habit, and the presentation
of living ideas.
6. By the saying, , it is not meant that a
child should be isolated in what may be called a ‘child environment,’
especially adapted and prepared; but that we should take into account the
educational value of his natural home atmosphere, both as regards
persons and things, and should let him live freely among his proper
conditions. It stultifies a child to bring down his world to the ‘child’s’
level.
7. By , is meant the discipline of habits
formed definitely and thoughtfully, whether habits of mind or body.
Physiologists tell us of the adaptation of brain structure to habitual lines
of thought—i.e., to our habits.
8. In the saying that , the need of intellectual and
moral as well as of physical sustenance is implied. The mind feeds on
ideas, and therefore children should have a generous curriculum.
9. But the mind is not a receptacle into which ideas must be dropped,
each idea adding to an ‘apperception mass’ of its like, the theory upon
which the Herbartian doctrine of interest rests.
10. On the contrary, a child’s mind is no mere sac to hold ideas; but is
rather, if the figure may be allowed, a spiritual organism, with an
appetite for all knowledge. This is its proper diet, with which it is
prepared to deal, and which it can digest and assimilate as the body does
foodstuffs.
11. This difference is not a verbal quibble. The Herbartian doctrine
lays the stress of education—the preparation of knowledge in enticing
morsels, presented in due order—upon the teacher. Children taught upon
this principle are in danger of receiving much teaching with little
knowledge; and the teacher’s axiom is, ‘What a child learns matters less
than how he learns it.’
12. But, believing that the normal child has powers of mind that fit
him to deal with all knowledge proper to him, we must give him a full
and generous curriculum; taking care, only, that the knowledge offered to
him is vital—that is, that facts are not presented without their informing
ideas. Out of this conception comes the principle that,—
13. E ; that is, that a child has
natural relations with a vast number of things and thoughts: so we must
train him upon physical exercises, nature, handicrafts, science and art,
and upon many living books; for we know that our business is, not to
teach him all about anything, but to help him to make valid as many as
may be of—
‘Those first-born affinities
That fit our new existence to existing things.’
 14. There are also two secrets of moral and intellectual self-
management which should be offered to children; these we may call the
Way of the Will and the Way of the Reason.
15. The Way of the Will.—Children should be taught—
(a) To distinguish between ‘I want’ and ‘I will.’
(b) That the way to will effectively is to turn our thoughts from
that which we desire but do not will.
(c) That the best way to turn our thoughts is to think of or do
some quite different thing, entertaining or interesting.
(d) That, after a little rest in this way, the will returns to its work
with new vigour.
(This adjunct of the will is familiar to us as diversion,
whose office it is to ease us for a time from will effort, that
we may ‘will’ again with added power. The use of
suggestion—even self-suggestion—as an aid to the will, is
to be deprecated, as tending to stultify and stereotype
character. It would seem that spontaneity is a condition of
development, and that human nature needs the discipline of
failure as well as of success.)
16. The Way of the Reason.—We should teach children, too, not to
‘lean’ (too confidently) ‘unto their own understanding,’ because the
function of reason is, to give logical demonstration (a) of mathematical
truth; and (b) of an initial idea, accepted by the will. In the former case
reason is, perhaps, an infallible guide, but in the second it is not always a
safe one; for whether that initial idea be right or wrong, reason will
confirm it by irrefragable proofs.
17. Therefore children should be taught, as they become mature
enough to understand such teaching, that the chief responsibility which
rests on them as persons is the acceptance or rejection of initial ideas. To
help them in this choice we should give them principles of conduct and a
wide range of the knowledge fitted for them.
These three principles (15, 16 and 17) should save children from
some of the loose thinking and heedless action which cause most of us to
live at a lower level than we need.
18. We should allow no separation to grow up between the intellectual
and ‘spiritual’ life of children; but should teach them that the divine
Spirit has constant access to their spirits, and is their continual helper in
all the interests, duties and joys of life.

The ‘Home Education’ Series is so called from the title of the first
volume, and not as dealing, wholly or principally, with ‘Home’ as
opposed to ‘School’ education.
 Preface to the Fourth Edition
M attempt in the following volume is to suggest to parents and
teachers a method of education resting upon a basis of natural law; and
to touch, in this connection, upon a mother’s duties to her children. In
venturing to speak on this latter subject, I do so with the sincerest
deference to mothers, believing that, in the words of a wise teacher of
men, “the woman receives from the Spirit of God Himself the intuitions
into the child’s character, the capacity of appreciating its strength and its
weakness, the faculty of calling forth the one and sustaining the other, in
which lies the mystery of education, apart from which all its rules and
measures are utterly vain and ineffectual.”[1] But just in proportion as a
mother has this peculiar insight as regards her own children, she will, I
think, feel her need of a knowledge of the general principles of
education, founded upon the nature and the needs of all children. And
this knowledge of the science of education, not the best of mothers will
get from above, seeing that we do not often receive as a gift that which
we have the means of getting by our own efforts.
I venture to hope that teachers of young children, also, may find this
volume of use. The period of a child’s life between his sixth and his
ninth year should be used to lay the basis of a liberal education, and of
the habit of reading for instruction. During these years the child should
enter upon the domain of knowledge, in a good many directions, in a
reposeful, consecutive way, which is not to be attained through the
somewhat exciting medium of oral lessons. I hope that teachers may find
the approach (from a new standpoint), to the hackneyed “subjects of
instruction” proper for little children at any rate interesting and
stimulating; and possibly the methods which this fresh standpoint
indicates may prove suggestive and helpful.
The particular object of this volume, as a member of the ‘Home
Education’ Series, is to show the bearing of the physiology of habit upon
education; why certain physical, intellectual, and moral habits are a
valuable asset to a child, and what may be done towards the formation of
such habits. I beg to acknowledge my indebtedness to Dr Carpenter’s
Mental Physiology for valuable teaching on the subject of habits
contained in some two or three chapters of that work. Also, I would
renew my grateful thanks to those medical friends who have given
careful and able revision to such parts of the work as rest on a
physiological basis.
I should add that some twenty years ago (1885) the greater part of this
volume was delivered as ‘Lectures to Ladies,’ in which form the papers
were originally published (1886) under the title which is still retained.
Lectures VII. and VIII. and the Appendix of the original volume have
been transferred from this to other volumes of the Series. The whole has
been very carefully revised, and much new matter introduced, especially
in Part V., ‘Lessons as Instruments of Education,’ which now offers a
fairly complete introduction to methods of teaching subjects fit for
children between the ages of six and nine.
The rest of the volume attempts to deal with the whole of education
from infancy until the ninth year of life.
C. M. MASON.
S H ,A ,
1905.

FOOTNOTES:
[1] The Rev. F. D. Maurice.